Docencia en sistemas de acceso á información: detección de plaxios, emprego de tecnoloxías avanzadas para desenvolvemento software e achegamento da experiencia na industria á aula

[Resumo] Este artigo presenta as actividades desenvolvidas polo grupo de innovación educativa en Sistemas de Acceso á Información durante o curso 2017/2018. Este grupo, con docencia na Facultade de Informática da Universidade da Coruña, realizou accións en tres liñas de actuación diferentes. A primeira delas, dirixida á mellora da calidade nos métodos de avaliación, consiste no emprego dun protocolo para a detección de plaxios en prácticas de programación. A segunda actividade pretende mellorar a empregabilidade do alumnado e consiste en utilizar unha metodoloxía de aprendizaxe baseada en proxectos xunto cunha serie de ferramentas avanzadas para desenvolvemento software, permitindo recrear a actividade que deberán levar a cabo cando se incorporen ao mundo laboral. Por último, e de cara a aumentar o coñecemento das alternativas profesionais do alumnado, organizáronse unha serie de seminarios e charlas impartidas por profesionais dunha empresa internacional, unha empresa local multidisciplinar e un investigador da contorna académica. A experiencia obtida das diferentes actividades foi satisfactoria e enriquecedora tanto para o alumnado como para o profesorado, que xa baralla melloras de cara aos vindeiros cursos académicos.[Abstract] This paper presents the activities performed by the educative innovation group in Information Access Systems during the academic year 2017/2018. This group, with teaching at the Faculty of Informatics of the University of A Coruña, carried out actions addressing three different topics. The first action was designed to improve the quality of the evaluation methods, and consisted in following a protocol for detecting plagiarism in programming exercises. The second activity aimed to improve the employability of the students and consisted in using a methodology based on project-based learning along with a series of advanced tools for software development, which recreated the activity that the students will carry out when they obtain their first job. Lastly, heading towards a better knowledge about the available professional alternatives, a series of seminars and talks were organized, which were performed by professionals from an international company, a local interdisciplinary company, and a researcher from an academic institution. The experience obtained from the different activities was satisfactory for both students and teachers, who are already considering improvements for the next academic year

Exploring Global Thinking and Team-based Reflection in a Flipped Classroom

At our bachelor programs in computer science, we experience that a large fraction of students drop out from lectures and some eventually drop out from the studies completely. Some of the students are likely the ones that Felder and Silverman classify as the global learners: "They are the synthesizers, the multidisciplinary researchers, the systems thinkers, the ones who see the connections no one else sees." In this paper we will summarise our findings from running a three-week flipped classroom, global thinking session within a traditional database course offered to approximately 100 students. These three weeks covered all the XML related topics in the course. The aim of this project was to study if the flipped classroom would increase motivation and attendance - and thereby possibly the learning outcome. A key challenge in flipping the classroom is how to encourage students to prepare for the classroom sessions. Our approach was to encourage students to prepare for the sessions by designing at-home activities that could fit into the group-based reflection sessions at school. We wanted to encourage global thinking by allowing students to decide on how and in what order they covered the various XML topics. Empirically, the students filled out pre- and post-questionnaires, we observed how students collaborated in the in-class sessions, we conducted in-depth interviews of four of the teams, and we compared the exam results for this cohort of students with the results achieved by the next year cohort, which had the XML topics taught in the traditional way. The main-lessons learned were that students do think that a flipped classroom gives more opportunity for being active and that the majority of the student would like to see more global thinking in learning activities. However, we did not achieve as much at-home preparation or at-school collaboration and reflection within the teams as expected. Many teams split work among themselves and just assembled the individual parts without much reflection and discussion within the team. The exam results do not show big differences between the two groups, although it does seem that the weaker students did worse in the flipped classroom case compared to traditional teaching.&nbsp

Invited Paper: Teaching Critical Thinking, Problem Solving, and Design Thinking: Preparing IS Students for the Future

Critical thinking and problem solving skills are included in the IS curriculum as foundational skills. IS education researchers recognize the importance of these skills for future IS practitioners given the complexity of the technology based society and economy of the future. However, there is limited work on how these skills are best taught in IS. This research reports on a course focusing on the explicit development of critical thinking and problem solving skills of first-year IS students at the University of Pretoria. The critical thinking part of the course focuses on the analysis, evaluation of, and response to arguments. Class discussions and assessments are based on local, authentic arguments. In the problem solving skills component of the course, students are taught to understand the nature of a problem and to classify it as belonging to one of three categories: puzzles, problems, and messes. For each category, appropriate problem solving approaches are suggested and practiced. To illustrate the role of design and creativity in problem solving, students have to create an artefact using the Maker Space of the university. They have to apply the five phases of design thinking as suggested by the Stanford d.school design thinking approach. The course has been presented since 2016, and feedback is collected from students annually. Based on a feedback questionnaire that the students complete at the end of each course, we have reason to believe that they find the course valuable and consider those skills to be applicable to other courses as well as elsewhere in their lives. They also point out the value it holds for their future as IS practitioners. As part of our ongoing research, we are investigating ways to develop a critical disposition amongst students, an important component of critical thinking

Κατηγοριοποίηση και περιληπτικές αποδόσεις εργασιών συνεδρίων της ACM SIGCSE

Η παρούσα εργασία αφορά στη μελέτη εργασιών οι οποίες παρουσιάστηκαν στο συνέδριο ACM SIGCSE τις χρονιές 2016, 2017 και 2018. Αρχικά, γίνεται μια κατηγοριοποίηση, με βάση τον κύριο τομέα της Εκπαίδευσης της Πληροφορικής τον οποίο αφορά η κάθε εργασία που παρουσιάστηκε στα προαναφερθέντα συνέδρια. Οι κατηγορίες στις οποίες κατατάχθηκαν τα άρθρα είναι οι εξής: • Αξιολόγηση σπουδαστών • Ασφάλεια και προστασία της ιδιωτικής ζωής • Διαδραστικά περιβάλλοντα μάθησης • Διαφορετικότητα των φύλων/ Πολυπολιτισμικότητα • Εκπαίδευση της Μηχανικής Λογισμικού • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Ενσωμάτωση Πληροφορίας • Ηλεκτρονική μάθηση • Οπτικοποίηση • Πρότυπα αναλυτικά προγράμματα • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Συστήματα διαχείρισης μάθησης • Υπολογιστική Σκέψη • Υπολογιστικός Αλφαβητισμός Στη συνέχεια, δίνονται περιληπτικές αποδόσεις των εργασιών της χρονιάς 2017 που εμπίπτουν στις παρακάτω επιλεγμένες κατηγορίες: • Αξιολόγηση φοιτητών/μαθητών • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Υπολογιστική ΣκέψηThis thesis focuses on the study of papers presented at the ACM SIGCSE conference in the years 2016, 2017 and 2018. Initially, a categorization is defined, based on the main areas of IT education that are included in the aforementioned conferences. The categories in which the articles were classified are: • Student evaluation • Security and Privacy • Interactive learning environments • Gender Diversity / Multiculturalism • Software engineering education • CS1 • Computer Science Education • Integration of Information • E-learning • Visualization • Model curricula • K-12 • Collaborative learning • Computational Thinking • Computing Literacy Afterwards, reviews of the papers of the year 2017 are presented concerning the following categories: • Student evaluation • CS1 • Computer Science Education • K-12 • Collaborative learning • Computational Thinkin